PYP category 1 "implementing agency"

As you have seen, being reflective is one of the attributes of the learner profile. We encourage you to be reflective practitioners in the following ways:

EVIDENCE:

Choose a tool that you feel comfortable using for self-reflection. This could be a blog, such as Blogger, WordPress or Edublogs to websites such as Google sites, Weeblyor Wix, or perhaps a digital portfolio tool such as Seesaw. The choice is yours! Please post a link to your reflection tool in the Learning journal found in the home page of your workshop.

MODULE 1 - local and global contexts

REFLECTIVE threads:

Please reflect on these questions:

• how is my understanding of PYP principles and practices evolving?

I am beginning to develop my "frameworks" of the IBO and my knowledge and understanding. It has been exciting to learn about developing global citizens through the IBO learner profile and how to embed international mindedness in learning and teaching.

• in what ways can I apply learning from this workshop in my own learning and teaching?

The associated documents, frameworks and links on MOODLE are superb for PYP category 1 teachers to use - for example having the IBO official resources has been very useful. Completing the exercise for the "attributes" of an IBO learner has stimulated my thinking and I will be consistently looking for opportunities to relate my teaching to the "values"

• how is agency supported and nurtured through this workshop?

Both the facilitators of the PYP category 1 modules and unit (Rebecca and Tantri) have been early to introduce themselves and connect the group members online "virtually" Additionally the high expectations and standards are very well communicated. The collaborative learning exercises between group members has also been an excellent method of learning and teaching throughout.

In addition, here are some specific reflection questions for module 1.

• how am I developing international-mindedness in my students? 

For example: I have analysed the data of the nationalities of parents, students and teachers in my international school and liaised with leadership and management to have the country flags displayed at the administration reception in school. Approximately 45 countries at present! The connections made between different places and everything that represents is assisting, helping and supporting their international mindedness I think.

• how do I get the learning of language to encompass being international minded?

As evident from the exercises and learning it is important to communicate, be able to change perspective, be aware of "commonalities" and connections in language, know and understand language as a specialism and as a subject.

Collaboration in the group has really supported my thinking - with creative methods of trans disciplinary teaching being shared. Exchange has been a good example such as students being supported with their development of languages other than their own with key words across multiple languages.

• how am I embedding the learner profile into learning and teaching?

Having access to the IBO learner profile resource is a start - this provides a one page "at-a-glance" reference to all ten attributes with a description. From this as in the learning exercise for the module I have found it really useful in making connections to learning and teaching. For example my own specialist subject teaching of PE and SPORT being "linked" to IBO learner profile "values"

• how am I encouraging students to engage with local and global issues and challenges?

The example I have included in the forums relates to the international day at my school and how (host) Malaysian students are internally and "locally" connected to students from other parts of the world. This is a beneficially mutual and two-way process - with the opportunity to make connections to the external - as in students from around the world.

MODULE 2 - transdisciplinarity and conceptual learning

REFLECTIVE threads:

Please reflect on these questions:

How is my understanding of PYP principles and practices evolving?

The complexity of information and learning is really significant! Being in a collaborative and diverse group of primary teachers is really stretching my thinking - which is also assisting, helping and supporting my understanding.

In what ways can I apply learning from this workshop in my own learning and teaching?

The application of both models for conceptual learning and transdisciplinary learning to a school is really quite thrilling! I am completely immersed in these philosophies as they relate to my own teaching that I have been implementing (unknowingly) at work!

How is agency supported and nurtured through this workshop?

The ideas of learners, learning communities and learning and teaching are all being achieved in the distance e-learning IBO interactive online teaching is also very practically and theoretically useful from the workshop. 

In addition, here are some specific reflection questions for module 2 - transdisciplinarity and conceptual learning:

• what is your learning about the key elements of the PYP framework that promote transdisciplinary learning and teaching?

Across, between and beyond subjects - connecting to the real world. Not confined by subjects traditionally - but enriched and supported by them. Broad, balanced, conceptual and connected. Making connections and learning about the world that reaches beyond the scope of individual subjects. "Support > Connect > Enrich"

The PYP learner, learning and teaching and learning community. It is learner centric. Knowledge is a socially constructed process. Reaching out to a wider learning community - both local and global perspectives and considering individual and collective viewpoints.

• how are you applying your learning about transdisciplinarity in your school?

For example activity areas being "inter-disciplinary" (e.g. Athletics running sprints being generically linked to Health Related Exercise and components of fitness) It is also associated with other subjects for transdisciplinarity - e.g. Biology (anatomy, cardiovascular, muscular systems) English (key words, jargon and sports terminology) Languages (key words in languages of multiple speakers) Mathematics (concepts of data and measurement) Physics (Newtons laws of motion) The application to international governing bodies and competitions - e.g. IAAF [International Athletics Association Federation]

• how are you using concepts to help students make meaning of and connections to their learning?

The example for Andrea included the "who we are" transdisciplinary theme and key concepts of responsibility (what are our obligations) and perspective (what are the points of view) Related concepts of rights, values and initiative prompted many suggestions from teachers for a central idea. My own single specialist subject "bias" lead to "cultures are different in their approaches to health and well-being" (e.g. the central idea prompting the students to think about how people would see this - e.g. local, national, international variations)

• How are the approaches to learning contributing to student agency as they develop their skills to think, research, communicate, socialize and manage themselves effectively?

Self-regulated learners are agents of their own learning - knowing how to set learning goals, ask open-ended questions, generate motivation and perserverance, reflect on achievement, try out different learning processes, self-assess as they learn and adjust their learning processes where necessary (Zimmerman and Schunk 2001; de Bruin et al. 2012; Wolters 2011)

Keep these capabilities in mind as you work through the modules. You will be selecting three to four of these to evidence at the end of Module 4.

MODULE 3 - action, inquiry and collaboration

REFLECTIVE threads:

Please reflect on these questions:

• how is my understanding of PYP principles and practices evolving?

I am beginning to get a good idea of how to approach the planning of UoI [Units of Inquiry]

• in what ways can I apply learning from this workshop in my own learning and teaching?

Analysis, evaluation and improvement! 

• how is agency supported and nurtured through this workshop?

The additional IBO module 3 official planning resource templates was a fantastic surprise! I have responded on the local and global citizens linoit, created a poster linking agency and action, used a graphic organiser tool to show what student-led inquiry could look like and shared my thoughts about the planning process and the role of the planner.

In addition, here are some specific reflection questions for module 3 - action, inquiry and collaboration.

• how are you using inquiry as a pedagogical approach that encourages students to be responsible for and actively involved in their own learning?

Teacher’s role in inquiry:

• Model inquiry and continually inquire into their teaching practices and learning processes of students as a source of professional development.
• Support thinking and metacognition (thinking about thinking) with prompts and tools.
• Implement hands-on learning, recognising that a child’s hands, eyes and ears are infinite sources of discovery.
• Scaffold connected opportunities for the development of skills.
• Create flexible and engaging learning spaces that promote independence and collaboration.
• Provide time for learners to wonder, explore, build and revise theories, engage in research and reflect on learning.
• Value students as capable inquirers.
• Are open-minded about the process of inquiry, using conceptual understandings to anchor sustained investigations.
• Extend learning with open-ended questions or problems.
• Use prior knowledge at launching point for new learning.
• Engage curiosity through meaningful learning  engagements to launch and re-launch conceptual investigations.
• Use real world contexts and primary experience as significant activations of learning.
• Personalise learning by employing a range of strategies and flexible groupings.
• Understand the importance of collaborative learning and value the contributions of both individuals and groups.
• Reserve whole class experiences for meaningful instructional, collaborative and memorable moments.
• Support students to make deliberate connections within and between subjects.
• Consider materials, field-trips, learning engagements as stimuli for inquiry.
• Generate routines, questions, strategies and systems that can be transferred across a range of contexts.
• Monitor and document learning providing meaningful feedback throughout.
• Measure the products of learning against established success criteria.

Students as inquirers:

• Are curious and engage in learning.
• Are resourceful and resilient.
• Learn independently and collaborate with others.
• Pose and pursue open-ended questions.
• Use the learning community as a resource.
• Reflect on learning.
• Select materials to support investigations.
• Collect and analyse data as a result of inquiry questions.
• Use observations as a vital tool in learning.
• Build, communicate, test and adapt theories.
• Engage in critical and creative thinking.
• Develop skills for inquiry and research.
• Consider opportunities to develop learner profile attributes.
• Make deliberate links between knowledge discovered and conceptual understandings.
• Transfer understandings across contexts and subjects.
• Represent and share understandings in meaningful and significant ways.
• Seek new perspectives.
• Take action.
• See learning in joyful and learn with enthusiasm.
• Sustain love for lifelong learning.

• how are you promoting agency by encouraging student choice and decision making?

Agency equals “choice” and “ownership” and “voice” and there are many strategies and tactics that you can use:

• Establish a respectful and welcoming culture. Being new to teaching this is very important as relationships are the foundation!
• Create shared routines. Both students and teachers together are a force if responsibilities are shared!
• Setting up the learning spaces. As a PE and SPORT teacher this is useful both at the beginning and end of a lesson with so much equipment and facilities variations – it also builds the knowledge and understanding – e.g. how to assemble and disassemble a badminton court (e.g. bases, nets, posts, racquets, shuttlecocks, etc.)
• Making decisions about learning. Involving the students in what, why and how they learn as co-collaborators in the community of learning is significant for teaching.
• Communicating expectations. Allows clarification of knowledge, concepts, skills and dispositions the students are learning and why.

• how are you encouraging your students to act in response to their learning?

Self-efficacy is an “individual’s belief in their capabilities to organise and execute the courses of action required to produce given attainments” (Bandura 1997) To foster this you might strive to:

• Model behaviour and language use. “Practice what you preach!”
• Offer opportunities for reinforcement and mastery. For example in PE and SPORT practicing skills and techniques requires time – and needs to be individual, in groups and in teams.
• Give timely, specific and well-considered feedback on learning.
• Create a learning environment where students can set their own learning goals and success criteria, and monitor and adjust their learning against them. Empowerment. Independence. Ownership.
• Give students the chance to provide feedback to each other. I am a big fan of “leadership” and multiple roles such as “athlete, coach, manager/organiser, referee and scorer/statistician…” it enables them to find their individual preferences and develops their responsibilities.
• Build in time for reflection to enhance students awareness about the success of their efforts and ways to improve in the future. “Analyse/evaluate/improve” is an analysis of performance reference I like to use with students.
• Carefully group and regroup students in different ways – ability, social, self-chosen – to foster students’ perceptions of intelligence and ability as fluid. At my international school students are not very used to this – but doing it has helped improve their independence and social weaknesses.
• Encourage students to monitor their own emotional and physical well-being so they can be more sensitive participants within the learning community. COVID-19 and a global pandemic worldwide has illustrated that this is very important. A big requirement for students is to be able to control their health and mental, physical and social well-being during this time of uncertainty…

I hope the examples I have given from my own PE and SPORT specialist subject teaching “transfer” are useful!

• what ideas could you bring to the collaborative planning process at your school?

It is a British international curriculum (e.g. GCSE, AS/A2 Level, etc.) and I think the big contributions I am now able to facilitate are the IBO concepts and philosophies across department subject teaching and whole school. Additionally I bring my area of expertise (PE and SPORT) to the collaborative planning processes for teaching.

MODULE 4 - steering the way

REFLECTIVE threads:

Please reflect on these questions:

• how is my understanding of PYP principles and practices evolving?

Diverse ways of knowing, doing and thinking are supported by well-designed learning environments.

• in what ways can I apply learning from this workshop in my own learning and teaching?

Creating inclusive learning environments and spaces. Knowing how the elements of the PYP support holistic learning and my next steps as a PYP educator.

• how is agency supported and nurtured through this workshop?

Designing a PYP learning space. Constructing an image of the PYP as a holistic, transdisciplinary and coherent learning experience. Identifying the professional capabilities I want to focus on developing post-workshop.

In addition, here are some specific reflection questions for module 4 - steering the way.

• how has agency been supported and nurtured through this workshop?

Both the facilitators of the PYP category 1 modules and unit (Rebecca and Tantri) have been early to introduce themselves and connect the group members online "virtually" Additionally the high expectations and standards are very well communicated. The collaborative learning exercises between group members has also been an excellent method of learning and teaching throughout.

The ideas of learners, learning communities and learning and teaching are all being achieved in the distance e-learning IBO interactive online teaching is also very practically and theoretically useful from the workshop.

• how is my understanding of PYP principles and practices evolving?

I am beginning to develop my "frameworks" of the IBO and my knowledge and understanding. It has been exciting to learn about developing global citizens through the IBO learner profile and how to embed international mindedness in learning and teaching.

The complexity of information and learning is really significant! Being in a collaborative and diverse group of primary teachers is really stretching my thinking - which is also assisting, helping and supporting my understanding.

• in what ways can I apply learning from this workshop in my own learning and teaching?

The associated documents, frameworks and links on MOODLE are superb for PYP category 1 teachers to use - for example having the IBO official resources has been very useful. Completing the exercise for the "attributes" of an IBO learner has stimulated my thinking and I will be consistently looking for opportunities to relate my teaching to the "values"

The application of both models for conceptual learning and transdisciplinary learning to a school is really quite thrilling! I am completely immersed in these philosophies as they relate to my own teaching that I have been implementing (unknowingly) at work!

 

SUCCESS criteria:

Keep these capabilities in mind as you work through the modules. You will be selecting three to four of these to evidence at the end of Module 4.

• I will integrate transdisciplinary and disciplinary concepts, knowledge, and skills in a way that supports a coherent learning experience for students.
• I will situate learning in global contexts that support students' understanding of human commonalities (e.g. through transdisciplinary themes).
• I will support students to initiate and engage in their own inquiries.
• I will promote student reflection and action in response to their learning.
• I will establish, engage and maintain collaborative relationships that support the wellbeing of the learning community.
• I will select teaching approaches, resources, technologies, learning experiences and assessments that are inclusive and effective for diverse students.

Document your professional development using the tool that you started in module 1 (blog, website, learning journal, etc.) using the steps below:

• Identify which of the PYP teacher capabilities you have selected.

• I will integrate transdisciplinary and disciplinary concepts, knowledge, and skills in a way that supports a coherent learning experience for students.

• I will situate learning in global contexts that support students' understanding of human commonalities (e.g. through transdisciplinary themes).

• I will support students to initiate and engage in their own inquiries.

• Consider what success in these areas might look like and what approaches you could use to continue learning post workshop.

• I will integrate transdisciplinary and disciplinary concepts, knowledge, and skills in a way that supports a coherent learning experience for students.

PYP schools commit to and support collaboration to improve the transdisciplinary learning experiences and student outcomes. Teachers collaborate within and beyond year-level teams, the school, and the learning community about learning that takes place both inside and outside of their programme of inquiry. Students demonstrate agency, and their capacity to take action for their own learning, by collaborating with teachers and peers. Collaborative teaching practices between year-level and subject specialist teachers come in different forms and include co-constructed, supported and stand-alone learning experiences.

• I will situate learning in global contexts that support students' understanding of human commonalities (e.g. through transdisciplinary themes).

The aim of all IBO programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The IBO learner profile represents 10 attributes (e.g. inquirers, open-minded, knowledgeable, caring, thinkers, risk-takers, communicators, balanced, principled and reflective) valued by IBO world schools. I believe these attributes, and others like them, can help individuals and groups become more responsible members of local, national and global communities.

International mindedness is a view of the world in which people see themselves as connected to the global community and assume a sense of responsibility towards its members. The learner profile and approaches to learning provide the dispositions and foundational skills for the development and demonstration of international mindedness. The learning community envisions, creates, articulates and models a culture of international mindedness. An internationally minded learner takes action for positive change.

• I will support students to initiate and engage in their own inquiries.

As learners, students have voice, choice and ownership for their own learning. When students' have agency, the relationship between the teacher and students becomes a partnership. Students with a strong sense of self-efficacy bring a stronger sense of agency to the learning community. The learning community supports agency and fosters self-efficacy.

• Consider what evidence would demonstrate your growth as a PYP educator.

The course of distance e-learning for PYP category 1 - implementing agency has really supported my thinking for this - and acquiring evidence for examples of growth:

• Attendance at a PYP category 2 - already booked for October 2020!
• CPD [Continuous Professional Development] in all areas of IBO - e.g. PYP, MYP, IB-DP and IB-CP - currently doing e-learning across all 4!
• Facilitation by Rebecca and Tantri - e.g. assisting, helping and supporting with useful constructive feedback and positive reinforcements of work (as I intend to do for my students as their teacher)
• ICT [Information Communication Technology] equipment, multimedia and resources for teaching - e.g. across this course I have developed my knowledge and understanding of Blogger, Canva, Coggle, Infogram, etc.
• The collaborative planning of UoI [Units of Inquiry] - keep ongoing records - reflect on the work.